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| Behavioral Disorders | 4 |
Author
| Gunter, Philip L. | 2 |
| Dawson, Leisa | 1 |
| Flicek, Michael | 1 |
| Moore, Rhonda J. | 1 |
| Sutherland, Kevin S. | 1 |
| Venn, Martha L. | 1 |
| Wehby, Joseph H. | 1 |
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| Journal Articles | 4 |
| Reports - Research | 2 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
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Peer reviewedSutherland, Kevin S.; Wehby, Joseph H.; Gunter, Philip L. – Behavioral Disorders, 2000
This article reviews eight experimental studies on the effectiveness of cooperative learning as an instructional model for students with emotional and behavioral disorders (E/BD). The studies' methodological strengths and weaknesses are noted. The paper concludes that the effectiveness of cooperative learning for improving the academic achievement…
Descriptors: Academic Achievement, Behavior Change, Behavior Disorders, Cooperative Learning
Peer reviewedFlicek, Michael; And Others – Behavioral Disorders, 1996
This report describes implementation of the Combined Classroom Model to serve 28 students, including 3 with emotional/behavioral disorders (EBD) and 6 with learning disabilities. Staff included a general education teacher, a resource teacher, and three teaching assistants. Evaluation data indicated reduced problem behavior by EBD students and…
Descriptors: Behavior Disorders, Emotional Disturbances, Inclusive Schools, Intermediate Grades
Peer reviewedDawson, Leisa; Venn, Martha L.; Gunter, Philip L. – Behavioral Disorders, 2000
The effects of three conditions (no model, a teacher-presented reading model, and a computer-presented reading model) on the reading of four students with emotional or behavioral disorders, found the teacher model resulted in the greatest number of words read correctly per minute and the greatest percentage of words read correctly. (Contains…
Descriptors: Behavior Disorders, Computer Uses in Education, Elementary Education, Emotional Disturbances
Peer reviewedMoore, Rhonda J.; And Others – Behavioral Disorders, 1995
Three ninth-grade male students with emotional or behavioral disorders were taught game-related social skills of appropriate peer reactions and appropriate reactions to losing and winning. A skills-training model involving social modeling, behavior rehearsal, and behavior transfer was used, as was self-monitoring. Transfer to the gym setting and…
Descriptors: Behavior Disorders, Emotional Disturbances, Games, High School Students
